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City Springs Elementary School, Baltimore, Maryland

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Reading Mastery (RM) on the reading achievement of kindergarten and elementary students in one school. The Maryland Schools Proficiency Assessment Program (MSPAP) was administered annually to measure student achievement. In 1994, two years before the implementation of RM, no fifth-grade students scored satisfactory or above in the reading, writing, and language usage sections of the MSPAP and the school was at-risk of being closed. The percentage of fifth grade students who passed the MSPAP language usage section increased from 1.8 percent in 1997 to 8.2 percent in 1998, and to 16.4 percent by 2000. Scores improved in all grades and teachers reported a noteworthy positive change in students’ behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2002
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Maryland Schools Proficiency Assessment Program; language; writing; student behavior; attendance
Source:
In Results with Reading Mastery. New York: McGraw-Hill
Pages:
4-5
Design type:
Cohort control with historical comparison design
Fidelity monitored:
No
Students included:
Elementary students, African American students, low-SES students, low-performing students, at-risk students
Location/Setting:
Elementary school, Baltimore, Maryland, urban area, East
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